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- W2003305103 abstract "This paper describes the outcomes of a self-study that we undertook as instructors of a capstone undergraduate leadership course. Using the framework of action inquiry and a variety of pedagogical approaches, we sought to create a course and classroom environment that was student-centered, empowering, and transformative. Three questions are addressed: how can we improve the balance of our authority with our roles as instructors; how can we use the balance of role and authority to empower our students; and how can we be critically reflective of our teaching process to improve our learning? Data for these questions were collected from four years of individual and joint reflection and journaling. Additionally, students’ reflection papers in the course served as an additional source of data and triangulation." @default.
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- W2003305103 date "2013-12-01" @default.
- W2003305103 modified "2023-09-28" @default.
- W2003305103 title "At the intersection of leadership and learning: a self-study of using student-centered pedagogies in the classroom" @default.
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- W2003305103 doi "https://doi.org/10.1080/09650792.2013.832345" @default.
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